ALEX Resources

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Lesson Plans (2) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (2) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (2)

ALEX Lesson Plans  
   View Standards     Standard(s): [MA2019] (1) 3 :
3. Apply properties of operations as strategies to add and subtract.

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition).
To add 2 + 6 + 4, the second and third numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition).
When adding 0 to a number, the result is the same number (identity property of zero for addition).
[MA2019] (1) 4 :
4. Explain subtraction as an unknown-addend problem.

Example: subtracting 10 - 8 by finding the number that makes 10 when added to 8
[MA2019] (1) 5 :
5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2
[MA2019] (1) 8 :
8. Solve for the unknown whole number in various positions in an addition or subtraction equation, relating three whole numbers that would make it true.

Example: determining the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, and 6 + 6 = ?
Subject: Mathematics (1)
Title: Where Oh Where Has My Addend Gone?
Description:

Students will use number bonds and counters as a strategy for finding the missing addend. Students will become aware of the relationship between addition and subtraction. They will also use counting as it is related to addition and subtraction.

This is a College- and Career-Ready Standards showcase lesson plan.



   View Standards     Standard(s): [MA2019] (1) 3 :
3. Apply properties of operations as strategies to add and subtract.

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition).
To add 2 + 6 + 4, the second and third numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition).
When adding 0 to a number, the result is the same number (identity property of zero for addition).
[MA2019] (1) 6 :
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Subject: Mathematics (1)
Title: Adding with the Associative Property
Description:

Students will learn ways to add using the associative property of addition. Students will view a PowerPoint presentation to introduce associative property of addition.



ALEX Learning Activities  
   View Standards     Standard(s): [MA2019] (1) 2 :
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using concrete objects, drawings, or equations with a symbol for the unknown number to represent the problem.
[MA2019] (1) 3 :
3. Apply properties of operations as strategies to add and subtract.

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition).
To add 2 + 6 + 4, the second and third numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition).
When adding 0 to a number, the result is the same number (identity property of zero for addition).
Subject: Mathematics (1)
Title: Triple Fun Shopping (Addition Task)
Description:

This activity is a task designed to introduce addition with three addends. The students use counters to represent the problem and begin developing an understanding of the commutative and associative properties of addition.



   View Standards     Standard(s): [MA2019] (1) 2 :
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using concrete objects, drawings, or equations with a symbol for the unknown number to represent the problem.
[MA2019] (1) 3 :
3. Apply properties of operations as strategies to add and subtract.

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition).
To add 2 + 6 + 4, the second and third numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition).
When adding 0 to a number, the result is the same number (identity property of zero for addition).
Subject: Mathematics (1)
Title: Three Addends Assessment
Description:

This activity is intended to be used as an assessment of students' ability to solve problems with three addends. The assessment includes a word problem and a performance task. The problems provide an opportunity for students to demonstrate an understanding of the properties of addition. 



ALEX Learning Activities: 2

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ALEX Classroom Resources  
   View Standards     Standard(s): [MA2019] (1) 3 :
3. Apply properties of operations as strategies to add and subtract.

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition).
To add 2 + 6 + 4, the second and third numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition).
When adding 0 to a number, the result is the same number (identity property of zero for addition).
[MA2019] (1) 6 :
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Subject: Mathematics (1)
Title: Odd Squad: Bear Scan
URL: https://aptv.pbslearningmedia.org/resource/ad34dc24-997b-4ce9-b74e-fcb9cd0c5ccd/bear-scan-odd-squad/
Description:

In this short clip, Agent Oscar scans the Bears basketball team to see if they're carrying the number 13. One player has 10 + 3 chips in his pocket. One player has 6 + 7 water bottles. 


   View Standards     Standard(s): [MA2019] (1) 3 :
3. Apply properties of operations as strategies to add and subtract.

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition).
To add 2 + 6 + 4, the second and third numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition).
When adding 0 to a number, the result is the same number (identity property of zero for addition).
Subject: Mathematics (1)
Title: Bear Scan: The Odd Squad
URL: https://aptv.pbslearningmedia.org/resource/ad34dc24-997b-4ce9-b74e-fcb9cd0c5ccd/bear-scan-odd-squad/
Description:

Agent Oscar scans the Bears basketball team to see if they're carrying the number 13. He scans each player and determines if the items in their pockets equal 13 when added together.


ALEX Classroom Resources: 2

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